N action a I 



Colorado State 
Teachers College 

Bulletin 

Serhs XVIH June, 1918 dumber 3 



A Conscious Program 



AND 



An Appendix 
of Some Interest 



Published Monthly by State Teachers College, Greeley, Colorado. Entered as Second- 
Class Matter at the Postoffice at Greeley, Colo., under the Act of August 24, 1912. 



*"" ..cwO\lk 



-I? 



A Conscious Program 

for the 

Normal Schools 
and Teachers Colleges 

^/America 



Report of the Committee on Resolutions 

and Restatement of the Declaration of Principles 

of the Department of Normal Schools 

of the National Education Association 



ADOPTED UNANIMOUSLY 
AT PITTSBURGH, JULY 3, 1918 



Ordered Published 



COMMITTEE 

GEORGE S. DICK 

President State Normal School, Kearney, Nebraska 

CHARLES B. McKENNY 
President State Normal College, Ypsilanti, Michigan 

Chairman, J. G. CRABBE 
President State Teachers College, Greeley, Colorado 



^. of D. 
StP 30 I9t8 



1918 

Declaration of Principles 



A Foreword 



To the teacher-training scliools of America are entrusted the duties and 
responsibilities of leadership — the era of foUowership for us is past. Such 
progress as is to come to public education in the future is to come from the 
teachers who, though they may not "know their subjects better", will certainly 
know the social bearings of their subjects better, and will certainly know the 
nature of the learning process better. If this is to be so, it will be because 
the institutions that prepare teachers have become better able to focus them- 
selves upon the characteristic problems of teacher-training. And this in turn 
implies that a better method of determining what are the pressing tasks of 
normal schools has been adopted. After a long period of largely unconscious 
experimentation we are reaching the vantage from Avhich our progress — our 
advance in efficiency of service — can become conscious. To have leadership we 
must have a CONSCIOUS PROGRAM. When we have this we can dispense 
with the ornaments of rhetoric and will take the pains to work out the 
implications of the blanket phrases in which we have long cast our philosophy. 

I 

A PURPOSEFUL EDUCATION FOR THE ENDS OF DEMOCRACY 

We stand first of all for a purposeful education for the ends of democracy. 
The great war has done us at least this service. It has summarily shown us 
that in the phrase of the man of affairs, "we must get down to brass tacks." It 
is clear to us now that if in America for the past fifty years we had had an 
education as purposefully focused upon the main problem of democracy as 
Germany's w^as focused upon the main problem of autocracy, we should not 
now be so abruptly and embarrassingly faced with the difficult job of readjust- 
ment. We have very suddenly and brutally been showni that our old devotion 
to German education was childishly naive. That system was never for us. It 
rests upon theories of the proper relation of individuals to state which are 
totally hostile to all that our forefathers struggled to establish and that we 
now prize and fight for. German education is a perfect tool for the ends of 
German society. And in that fact always lay the single lesson of German 
education for America. It was and is simply the lesson of purposeful organiza- 
tion for the ends of society. Unhappily we long missed that obvious lesson. 
Happily, however, the war has italicized it for us. The aim of German education 
is to make people "passionately subservient" to the purposes of autocracy. To 
that end every detail of it is organically adjusted. We, therefore, phrase our 
new insight clearly: We stand first of all for a purposeful education for the 
ends of democracy. 

II 

EVOLUTIONARY NOT REVOLUTIONARY METHOD OF PROCEDURE— 

A PROFESSION RATHER THAN AN OCCUPATION 

To this end we regard it as both essential and inevitable that in a 
democracy education shall more and more consciously take its cues for courses 
of study and the organization of activities from a full knowledge of both the 



6 STATE TEACHERS COLLEGE 

upward endeavors of the time and of the deficits which whoever looks may 
plainly see in our life. We grant that in the past, history has sometimes been 
taught in so blind a fashion, with so little sense of its social function, as to 
increase international and sectional frictions. We grant that the teaching of 
civics in the past has often had little or nothing to do with the quality of our 
citizenship. We grant that there is perhaps some basis for the recent complaint 
that children's notions of what democracy means would probably have been 
little affected had they studied no history and civics. Civics in a democracy, to 
serve the ends of patriotism, must have the advantage of contrast with less 
liberal forms of government; but beyond that it must find its major material in 
the study of the concrete problems of the thoughtful American citizens. History, 
whatever else it maj' do, must show American boys and girls the evolution of 
the more pressing problems of a democratic society, preferably beginning with 
the present problems. But it should be clearly understood that we do not 
sympathize with the desire of the radicals to make immediate wholesale changes 
in public school curricula. Those who wish to do so should take counsel of the 
history of institutional readjustments. The successful method is typically not 
revolutionary but evolutionary. What is needed in public school courses of 
study is not so much new courses of study as such a shifting of emphases within 
established courses as will clearly bring into the foreground their social virtues. 
This commits us to the expectation that school-men shall henceforth be 
so liberally and dynamically educated that they may deserve the more signifi- 
cant title of men-of-the-world, in a new and fine sense. We ally ourselves with 
all the forces which are now suggesting that teacher-training look to the goal 
of four years of study beyond the high school — or to such extension of the 
preparation of teachers as will enable us to have a profession of teaching 
instead of merely a beloved and consecrated occupation. Xot, therefore, merely 
four years of study of no matter what "liberality, culture, and vision-giving" 
subjects, but a set of curricula in which each and every course is warranted by 
analysis of the definite and concrete responsibilities involved for the teacher, or 
of definite and concrete deficits in social life and the public schools' success with 
its subjects. 

Ill 

SCIENTIFIC PROCEDURES IN THE PRACTICES OF EDUCATION 

Since in common with all thoughtful students of the facts of civilization 
and the operative factors behind them we recognize that "the only way of 
thinking that has ever proved fruitful in this world is the way of science", we 
commit ourselves definitely to the positive advancement of all scientific pro- 
cedures in the practices of education. This will cover not only the now common 
support of courses in the sciences basic to education — such as biology, psy- 
chology, and sociology — but also such courses in the fields of mental tests and 
educational measurements as will enable teachers to co-operate with the spirit 
and in the technique of modern education. 

We regard these tottering first steps as prophetic of the better day when 
teaching and the directing of education shall, like medicine and philanthropy, 
industry and agriculture, have passed beyond the stage of rule-of-thumb aiid 
reached the level of expert service through the technique of scientific procedure. 
The basis of professional service is now, as it has always been in the past, 
simply the ability to render expert service in the conservation of the precious 
possessions of man. This involves the constant adjustment of scholarship to 
exigencies. An occupation which makes no demand of this sort upon individuals 
can never be a profession. We see the hope of greater regard for teachers, as 
well as the secondary asset of greater compensation, in the possibility of pro- 
fessionalizing teaching. As teaching passes from rule-of-thumb procedures to 
the assured activities of scientific method, we may confidently expect that its 
greater responsibilities will draw to it men of ambition and ability in ever 
greater numbers, just as. since farming has come under the transforming method 



GREELEY, COLORADO 7 

of science, it has become, so to speak, respectable, and is claiming annually its 
share of the talent of the rising generation; and just as industry by its constant 
premium upon initiative, upon the ability "to deliver the goods," has in the 
past half-century drawn ever more heavily upon the groups of men who, in 
former times, would have felt that only the learned professions offered scope 
for a real man. 

IV 

SCHOOL-SURVEYS— SELF-SURVEYS— DEPARTMENTAL RESEARCH IN 
THE INTEREST OF READJUSTED COURSES OF STUDY 

In keeping with our conviction that through the method of science there is 
to come a great increase in the value of the service given by teachers, and in 
turn a significant widening of their scope, we commit ourselves to the furthering 
of school-surveys. School-surveys, however, to make their real contributions to 
educational progress in purposefulness must be self-surveys. Properly regarded, 
a school-survey is merely a first step in scientific procedure. In a teacher-train- 
ing school it is a taking-stock of the whole educational situation of the tributary 
region of the school. If it is not that in the beginning, if guided by a wholesome 
conception of the leadership function of the school, it inevitably widens to that 
scope. It is a critical examination of the details of the school's adjustment to 
the operative factors of its problem. In its data concerning the number and 
kinds of positions opened annually in the state it finds some check upon the 
direction of expansion, or else it finds the need of securing co-operation from 
the state educational office in the gathering of relevant statistics. In its 
attempts to check up its work by the study of the after-careers of its graduates 
it finds the evidence of insufficiently purposeful organization of curricula or else 
learns the value of keeping statistics of its graduates. The value of self-surveys 
lies, of course, in the discovery of the weak points of service, with the sole end 
of increasing the value of the service that can be given. Every self-survey will 
reveal the normal schools' need of organized research in the interest of the 
daily work of teacher-training. For this we possess the strategic position in 
education. 

Perhaps our most immediate need for guidance in framing courses of study 
is to know what are the characteristic failures of the public schools in their 
teaching of each of the school subjects. It is both untrue and exceeding naive 
to say that we do know. We know in part — as children do. In advance of 
inductive investigation in his own field no one knows very much of the charac- 
teristic shortcomings of public school instruction in English, mathematics, 
history, civics, language and science. In an elective class in geometry which 
presumably contained students who had felt themselves to be successful in the 
subject, one mathematics teacher found that fifty-eight and one-third per cent 
of the students had successfully done their public school geometry by memoriz- 
ing the theorems and demonstrations as they would have done so much poetry. 
The diverse findings of investigations into the teaching of English in the last 
five years are sufficient to show the naivete of much of public school work. The 
field is still fresh and unoccupied, and the framing of proper courses for normal 
schools must wait largely upon our organizing and encouraging by the means in 
our power a great deal of such work. 

We commit ourselves, therefore, to the support of departmental research 
in the interests of courses better adjusted to the actual and discoverable deficits 
of public school education in each of the school subjects; and so far as may 
be feasible we commit ourselves to the proposition that research upon such vital 
problems of teacher-training is as truly our duty as leaders as it is to secure 
the most excellent teaching of imquestionable subject-matter in any field. It is 
one part of our executive responsibility for training in service. It is also a part 
of our responsibility for the advancement of professionalization of teaching. 
It is a part of our responsibility to the state which creates normal schools for 
leadership. And finally it is probably a very important part of whatever 



8 HTATE TEACHERS COLLEGE 

thoughtful plaus may be set afoot for increasiug the number of competent men 
in education and keejping them there. To whom are they worth more? If teach- 
ing is an expert service the adjusted teacher cannot be replaced by the unad- 
justed teacher. If as administrators we possess a valuable point of view, the 
adjusted teacher is worth more than the unadjusted. 

V 

EXPERIMENTAL SCHOOLS, PHILANTHROPY, AND OUR ATTITUDE 

TOWARD EXPLORATION 

In line with our advocacy of the encouragement of scientific method in 
first discovering and later dealing with school problems we are bound to look 
not witli the hostile eyes of suspicion but with the friendly gaze of the open- 
minded upon the increase of experimental schools, where, without cost to the 
public, ventures not warrantable by us may be carried through to sure con- 
clusions, either of success or failure. With similar friendliness we welcome the 
entrance of philanthropy into the field of education. Our knowledge of the 
inner, or social, history of education, which somehow seldom comes to the sur- 
face in courses in the history of education, informs us of the value of organized 
exploration and demonstration outside the ranks of teachers. We shall in the 
future, as in the past, profit from whatever they do that opens vistas or demon- 
strates more fruitful ways of doing. We, therefore, look upon them as our 
allies in this cause, not as aggressive rivals. But we do not yield to them or 
any institution the field of exploration and experiment. However pressed we 
may be with heavy work, this is clearly not the way nor the time to seek to 
lighten our burden. Instead, the best way to lighten our load is to assume the 
additional burden which aggressive exploration of the actual results of public 
school teaching will involve. For the sake of our own growth, but more for the 
sake of a vital scholarship in our teachers that will open vistas for their 
students, we must do it. 

VI 
DUALISM OF THEORY AND PRACTICE 

As the representatives of the leadership institutions of public education 
we stand firmly for the elimination of the present vicious dualism of educa- 
tional theory and school practice, which still very widely characterizes present 
school practice and exhibits over and over the unhappy division of mind that 
permits teachers to declare in most modern terms the aims of education, but 
in their actual procedure to reveal the outworn philosophy of the old dis- 
ciplinary view of value. 

VII 
WINNING A FULL AND UNQUESTIONED VICTORY 

Representing the institutions whose function it is to educate and train 
teachers for the schools of our country, we hereby express our deepest conviction 
that the principles for which the allied nations are fighting in this most awful 
struggle are sacred and holy and that in their triumph are bound up the 
future well-being and happiness of humanity, and we solemnly and unre- 
servedly pledge ourselves and the institutions which we represent to the support 
of our government and her gallant allies in the winning of a full and unques- 
tioned victory which shall guarantee for the future of the world that right and 
democracy rather than might and plutocracy shall be the guiding course of 
international relations. 

VIII 
FEDERAL AID FOR GENERAL PUBLIC EDUCATION 

We believe that in a democracy the public schools, from the kindergarten 
to the college, constitute the first line of national defense and that to cherish 



GREELEY, COLORADO O 

and develop them is the prime duty of our legislators and of Congress. 
Democracy should imply equal and ample opportunity for education for all 
classes of citizenship throughout our several states. At present the states of 
our union are not equally capable of supporting an adequate system of public 
education and for that reason we favor federal aid so distributed as to equalize 
educational advantages and financial burdens for education throughout our 
entire country. 

IX 
FEDERAL AID FOR TEACHERS' SALARIES 

The elementary school, rural and urban, is the foundation of our educa- 
tional system. All that may be done later in high school or university must 
depend upon what is done there. Moreover, it is the only school attended by 
the vast majority of the children of our country. The future welfare of the 
nation demands that this school must be vastly improved in efficiency. The 
most direct way of improvement is by elevating the standard of qualification 
for teachers. Higher standards imply a longer time for preparation, and this 
in turn a larger expense to persons fitting for teaching. The salaries of teachers 
at present will not warrant the expenditure of more time and money in prepa- 
ration, and since past experience and present conditions give no hope that the 
states will soon be able or be inclined to increase the salaries of teachers 
sufficiently to meet the added cost of additional preparation, we favor federal 
aid for teachers' salaries. 

X 
VOCATIONAL EDUCATION AND THE SMITH-HUGHES ACT 

We view with deep concern the policj^ pursued by the Director and Board 
of Vocational Education in administering the National funds provided under 
the terms of the Smith-Hughes Act. Instead of promoting vocational education 
this policy threatens to hinder some efl'orts to promote vocational education 
already well begun in many states: it threatens to interfere in a wholly 
unwarranted manner with the administration of education within the states; 
it threatens to inflict upon the states a dual system of public education. 

We believe that vocational education is the work of all the public schools 
and not the work of a few special vocational schools. To the end that proper 
vocational education may be provided in the public schools every normal school 
and teachers college should train teachers to teach the vocations in the public 
schools; the training of teachers to t^ach the vocations must become a large 
part of the work of every normal school and teachers college before vocational 
education can be properly developed in the public schools. 

XI ^ 

A NORMAL SCHOOL COMMISSION 

Since the problems of this World War bring to us a definite realization of 
the necessity for the reconstruction of our educational system, we recommend 
the appointment of a Xormal School Commission for the specific purpose of 
discussing problems of reconstruction in public school education, the reorgani- 
zation of school curricula, and the place of the normal school and teachers 
college in the readjusted national and state systems of education; and that this 
Commission make a comprehensive report to this body. 

XII 

FUNCTION OF THE NORMAL SCHOOL— FORECAST OF THE SCHOOL OF 

TOMORROW— MOVEMENT TOWARD TEACHERS COLLEGES 

The Normal schools were originally established upon the belief that there 
is a science and an art of teaching and that young people, aspiring to become 



10 STATE TEACHERS COLLEGE 

teachers, can be taught the science and trained in the art. No reason appears 
today to cause them to recede from that conviction. No other educational agency 
has yet arisen and assumed the responsibility of training teachers fully in both 
subject matter and the material and methods to be used in the public schools. 
The normal schools, therefore, reassert their conviction in their calling to train 
young men and women in the science and art of teaching and in the subject 
matter to be taught, and declare their purpose to extend their activities not 
only to meet the demands of the most progressive school systems of the country 
but to forecast the school of the immediate future and to make ready the 
teachers to man these schools. 

With the increasing complexity of social life and the better understanding 
of the psychical life of children and their physical needs, the normal schools 
and teachers colleges have assumed the duty of educating teachers to take 
charge of the various types of special schools organized to meet these conditions. 
These schools and colleges also recognize the necessity of a fuller training, a 
deeper culture, a greater maturity of mind in the teacher of the modern school 
than were required of the teacher of twenty years ago. These conditions necessi- 
tate the movement toward a training extending over a period of four years or 
the equivalent therefor beyond the usual cultural and vocational four-year high 
school. The whole movement is toward making technical, vocational colleges 
out of the normal schools. Each school must serve its community as that com- 
munity's needs call for service, but all must recognize the drift in the evolution 
toward real professional colleges as the standard and adjust itself to that 
drift as rapidly as possible. 



Appendix A 



1913 

Declaration of Principles 

Department of Normal Schools 
N. E. A. 

The American noi-mal school has created, stimulated, idealized, and in this 
■generation brought ideals to the knowledge of the people. The normal school 
stands for democracy in education and is unalterably opposed to the centraliza- 
tion of educational power. 

Its professional spirit is a spirit of consecration. 

The normal school has been established in all lands where there exists a 
system of state-supported schools. It is a vital part of the public-school system 
because well-trained teachers are a prime requisite for efficient schools. 

Teaching is an art, based upon a body of professional knowledge — knowl- 
edge of the purpose of the school and of the laws of development of the child. 
It is the business of the normal school to organize this knowledge and develop 
this ai-t. 

The public schools were very elementary in character in the early days of 
the normal school. Today they are no longer elementary; special forms have 
developed, courses have broadened and new researches in science, new demands 
for vocational training, and new problems in rural community and in society 
have found lodgment in the public schools. There is need for the departmental 
teacher and the special teacher, while school supervision and administration 
have become a profession. Principals and superintendents should be trained 
in a professional atmosphere where the same ideals are set up, the same 
principles and methods taught, as are taught to the teachers who are to work 
under their leadership. The normal school should regard these problems of 
public-school education as distinctly its own and, attack them with the enthu- 
siasm and energy inspired by a great mission. 

The twentieth-century normal school is dedicated to higher education, with 
the special function of supplying teachers for the rural schools, the elementary 
schools, and the high schools. 

Its entrance requirements as to scholarship will be practically the same 
requirements that are now demanded by the colleges — graduation from a four- 
year high school. 

It will extend its courses of instruction and practice, as conditions may 
demand, to four-year courses, thus giving it as high a standing in the way of 
discipline and scholarship as the college now possesses. 

It will widely extend the field of professional experimentation and investi- 
gation. 

It will try out its graduates as to their ability to teach and manage schools 
by such a period of practice-teaching as will settle the case beyond perad- 
venture. 

It will plan effectively to train teachers for rural schools, to stimulate and 
foster every educative agency toward the development of rural community life, 
and to elevate the professional position of the rural teacher. 

It will set up definite ends of education that will relate themselves to the 



12 STATE TEACHERS COLLEGE 

life of the people in all departments of liuman interest and will thus become a 
great social energy. As the public school is going to become, next to the family, 
the most potent social agent, so the normal school is going to fit teachers to 
perform this educative function. 

For a half -century the leaders among normal schools in this country have 
been devoted enthusiasts and of boundless ideas : they had the greatest faith in 
education and the intensest love for teaching ; they were superior teachers pos- 
sessing remarkable skill in the conduct of instruction and inspiration. We 
reafiBrm our faith in the devotion, the patriotism, the consecration of these men 
and women who have made possible the achievements of the American normal 
school. 

But the twentieth-century normal school will develop such a spirit of 
enthusiasm and devotion in its pupils as will do for the schools of the country 
at large what is now done in a limited number of centers. 



Appendix B 



LL4t of Public Normal Schools 

REVISED AS REPORTED BY THE U. S. BUREAU OF EDUCATION, 
JANUARY 10, 1918 

Location Institution President 

Alabama Daphne State Normal School H. H. Holmes 

Florence State Normal School H. J. Willingham 

Jacksonville State Normal School C. W. Daugette 

Living-ston State Normal School G. W. Brock 

Moundville State Normal School R. W. Greene 

Troy State Normal School E. M. Shackelford 

Arizona .Flagstaff Northern Arizona Normal School. R. H. H. Blome 

Tempe Tempe Normal School of Arizona. A. J. Matthews 

Arkansas Conway Arkansas State Normal School. .B. W. Torreyson 

California Areata Humboldt State Normal School.. N. B. Van Matre 

Chico State Normal School Allison Ware 

Fresno State Normal School C. L. McLane 

Los Angeles State Normal School E. C. Moore 

San Dieg'o State Normal School E. L. Hardy 

San Francisco. . . .State Normal School Frederick Burk 

San Jose State Normal School Morris Elmer Dailey 

Santa Barbara. . . State Normal School of Manual 

Arts and i^tome Economics. . ..F. H. Ball 

Colorado Gunnison Colorado State Normal School. ..J. H. Kelley 

•Connecticut. . .Bridgeport Bridgeport City Normal School.. E. E. Cortright 

Danbury State Normal Training School. . .J. R. Perkins 

New Britain State Normal Training School... Marcus White 

New Haven State Normal Training School... A. B. Morrill 

Willimantic State Normal Training School... H. T. Burr 

District of 

Columbia. . .Washington J. Ormond Wilson Normal School. Anna M. Goding 

-Georgia Athens State Normal School J. M. Pound 

Atlanta Atlanta Normal Training School. Mary W. Postell 

Milledgeville Georgia Normal and Industrial 

College Marvin M. Parks 

Valdosta Southern Georgia State Normal 

College R. H. Powell 

Idaho Albion State Normal School Geo. A. Axline 

Lewiston State Normal School Oliver M. Elliott 

Illinois Carbondale Southern Illinois State Normal 

University H. W. Shryock 

Charleston Eastern Illinois State Normal 

School L. C. Lord 

Chicago Chicago Normal School Wm. B. Owen 

De Kalb Northern Illinois State Normal 

School John W. Cook 

Macomb Western Illinois State Normal 

School ; W. P. Morgan 

Normal Illinois State Normal University. David Felmley 

Indiana Fort Wayne Fort Wayne Normal School Flora Wilber 

Indianapolis Indianapolis Normal School. . . ..Marion L. Webster 

Terre Haute Indiana State Normal School. . . Wm. W. Parsons 

Iowa Shenandoah Western Normal College Chas. F. Garrett 



14 STATE TEACHERS COLLEGE 

Location Institution President 

Kansas Emporia. . State Normal School Thos. W. Butcher 

Hays Fort HaysKansas Normal School. .Wm. A. Lewis 

Pittsburg State Manual Training Normal 

School W. A. Brandenburg 

Kentucky Bowling Green. . . .Western Kentucky State Normal 

School H. H. Cherry 

Louisville Louisville Normal School Eliz. Breckinridge 

Richmond Eastern Kentucky State Normal 

School T. J. Coates 

Louisiana Natchitoches Louisiana State Normal School . Victor L. Roy 

New Orleans New Orleans Normal School. . ..Margaret C. Hanson 

Maine Castine Eastern State Normal School. . . A. F. Richardson 

Farmington Farmington State Normal School. .W. G. Mallett 

Fort Kent Madawaska Training School. . . .Mary P. Nowland 

Gorham Western State Normal School. . .Walter E. Russell 

Lewiston Lewiston Normal Training School. Adelaide Finch 

Machias Washington State Normal Scnool.Wm. L. Powers 

Presque Isle Aroostook State Normal School. San Lorenzo Merrima 

Maryland Baltimore Baltimore leachers Training 

School Norman W.Cameron 

Frostburg Maryland State Normal School.. C. L. Staples 

Towson Maryland State Normal School . .Henry S. West 

Massachusetts .Boston Boston Normal School Wallace C. Boyden 

Boston Massachusetts Normal Art School.Jas F. Hopkins 

Bridgewater State Normal School Arthur C. Boyden 

Fitchburg State Normal School John G. Thompson 

Pramingham State Normal School Jas. Chalmers 

Hyannis State Normal School Wm. A. Baldwin 

Lowell State Normal School John J. Mahoney 

North Adams State Normal School Frank F. Murdock 

Salem State Normal School J. A. Pitman 

Westfield State Normal School C. A. Brodeur 

Worcester State Normal School Wm. B. Aspinwall 

Michigan Detroit Wales C. Martindale Normal 

Training School John F. Thomas 

Kalamazoo Western State Normal School . . .D. B. Waldo 

Marquette Northern State Normal School. .Jas. H. Kaye 

Mount Pleasant. . .Central State Normal School. . ..Chas. T. Grawn 
Ypsilanti Michigan State Normal College. .Chas. McKenny 

Minnesota JDuluth State Normal School E. W. Bohannon 

Mankato State Normal School Chas. H. Cooper 

Moorhead State Normal School Frank A. Weld 

St. Cloud State Normal School Joseph C. Brown 

Winona State Normal School Guy E. Maxwell 

Mississippi. . . JIattiesburg Mississippi Normal College Joe Cook 

Missouri Cape Girardeau. . .State Normal School W. S. Dearmont 

Kirksville .State Normal School John R. Kirk 

Maryville State Normal School Ira Richardson 

St. Louis Harris Teachers College E. George Payne 

Springfield State Normal School Wm. T. Carrington 

Warrensburg State Normal School Eldo L. Hendricks 

Montana Dillon Montana State Normal School . . Joseph E. Monroe 

Nebraska Chadron State Normal School Robt. I. Elliott 

Kearney State Normal School Geo. S. Dick 

Peru State Normal School D. W. Hayes 

Wayne State Normal School U.S. Conn 

New Keene State Normal School W. E. Mason 

Hampshire. .Plymouth State Normal School Ernest L. Silver 

New Jersey. . . Jersey City Teachers' Training School J. H. Brensinger 

Montclair New Jersey State Normal School. .Chas. S. Chapin 

Newark New Jersey State Normal School . . W. S. Willis 

Paterson .Paterson Normal Training School. Frank W. Smith 

Trenton New Jersey State Normal School . .Jas. M. Green 



GREELEY, COLORADO 15 

Location Institution ' President 

New Mexico . . .East Las Vegas. . New Mexico Normal University. .F. H. H. Roberts 
Silver City New Mexico Normal School E. L,. Enloe 

New York Albany Teachers' Training School Thos. S. O'Brien 

Brockport State Normal and Training School. A. C. Thompson 

Brooklyn .Training School for Teachers. . ..Emma L,. Johnston 

Buffalo State Normal School Daniel Upton 

Cohoes Cohoes Training School Harriet L. Knapp 

Cortland State Normal and Training School. Harry D.DeGroat 

Fredonia State Normal and Training School. Myron T. Dana 

Geneseo Geneseo State Normal School. . . Jas. "V. Sturges 

Jamaica Training School for Teachers. . . A. C. McLachlan 

New Paltz State Normal School John C. Bliss 

New York New York Training School for 

Teachers Hugo Newman 

Oneonta State Normal School Percy I. Bugbee 

Oswego State Normal School Jas. G. Riggs 

Plattsburg State Normal School Geo. K. Hawkins 

• Potsdam State Normal and Training School. J. M. Thompson 

Rochester City Normal School Ed. J. Bonner 

Schenectady Teachers' Training School G. B. Jeffers 

Syracuse Syracuse Training School for 

Teachers J. Ed. Banta 

Watertown Watertown Training School Ella M. Walradt 

Yonkers Yonkers Training School for 

Teachers Eleanor M. Taylor 

North Cullowhee Cullowhee Normal and Industrial 

Carolina .... School A. C. Reynolds 

Greenville East Carolina Teachers' Train- 
ing School Rob't H. Wright 

Greensboro State Normal and Industrial 

College Julius I. Foust 

Pembroke Indian Normal College H. A. Neal 

North Dakota. Ellendale State Normal and Industrial 

School Ryland M. Black 

Maryville State Normal School Thos. A. Hillyer 

Minot Str-te Normal School A. G. Steele 

Valley City State Normal School Geo. A. McFarland 

Ohio Akron Perkins Normal School James C. Bay 

Athens State Normal School John J. Richeson 

Bowling Green. . . State Normal School Homer B. Williams 

Cleveland Cleveland Normal Training SchoolR. W. Himelick 

Columbus Columbus Normal School M. W. Sutherland 

Dayton Dayton Normal School Grace A. Greene 

Kent State Normal College John S. McGilvrey 

Oxford Teachers College Harvey C. Minnich 

Oklahoma. . . . Ada East Central StateNormalSchool.J. M. Gordon 

Alva Northwestern State Normal 

School A. S. Faulkner 

Durant Southeastern State Normal 

School T. D. Brooks 

Edmond Central State Normal School. . ..J. W. Graves 

Tahlequah Northeastern State Normal 

School G. W. Gable 

Weatherford Southwestern State Normal 

School James B. Eskridge 

Oregon Monmouth State Normal School John H. Ackerman 

Pennsylvania. JBloomsburg State Normal School D. J. Waller, Jr. 

California Southwestern State Normal 

School Walter S. Hertzog 

Clarion State Normal School Amos P. Reese 

EastStroudsburg. State Normal School E. L. Kemp 

Edinboro State Normal School Frank E. Baker 

Erie Erie Normal Training School. . .Celestia J. Hershey 

Harrisburg Teachers' Training School Anne U. Wert 

Indiana State Normal School John A. H. Keith 

Kutztown Keystone State Normal School. .A. C. Rothermel 

Lock Haven Central State Normal School. . ..Charles Lose 

Mansfield State Normal School Wm. R. Straughn 

Millersville State Normal School P. Munroe Harbold 



16 



^TATE TEACHERS COLLEGE 



Location ' Institution President 

Pennsylvania. .Philadelphia Philadelphia Normal School for 

(Continued) Girls J. Eugene Baker 

Philadelphia Philadelphia School of Pedag-ogy .Francis B. Brandt 

Shippensburg Cumberland Valley State Normal 

School Ezra Lehman 

Slipperv Rock State Normal School J. Linwood Eisenberg 

West Chester State Normal School George M. Philips 

Rhode Island. .Providence Rhode Island State Normal School.John L. Alger 



South 

Carolina. 



Rockhill Winthrop Normal and Industrial 

College David B. Johnson 



South Dakota. Aberdeen Northern Normal and Industrial 

School ^ 'Ills E. Johnson 

Madison State Normal School John W. Heston 

Spearflsh State Normal School Fayette L. Cook 

Springfield State Normal School Gustav G. WenzlafE 

Tennessee Johnson City East Tennessee State Normal 

School Sidney G. Gilbreath 

Memphis West Tennessee State Normal 

School John W. Brister 

Murf reesboro Middle Tennessee State Normal 

School R. L. Jones 

Texas .... Canyon West Texas State Normal School. .R. B. Cousins 

Denton North Texas State Normal School.W. H. Bruce , 

Huntsville Sam Houston State Normal School.H. F. Estill 

San Marcos Southwest Texas State Normal 

School C. E. Evans 

Vermont Castleton State Normal School Charles A. Adams 

Johnson State Normal School Bessie B. Goodrich 

^("irginia East Radford State Normal School for Women. John P. McConnell 

Parmville State Normal School for Women. Joseph L. Jarman 

Fredericksburg. . .State Normal and Industrial 

School for Women E. H. Russell 

Harrisonburg State Normal and Industrial 

School for Women Julian A. Burruss 

Washington. . .Bellingham State Normal School George W. Nash 

Cheney State Normal School Noah D. Showalter 

EUensburg State Normal School George H. Black 

West Virginia. Athens Concord State Normal School. . .L. B. Hill 

Fairmont State Normal School Joseph Rosier 

Glenville State Normal School E. G. Rohrbough 

Huntington Marsha 11 College, State Normal 

School O. I. Woodley 

Shepherdstown . .Shepherd College, State Normal 

School Thomas C. Miller 

West Liberty State Normal School John C. Shaw 

Wisconsin. . . . JLia Crosse State Normal School Fassett A. Cotton 

Milwaukee State Normal School Carroll G. Pearse 

Oshkosh State Normal School H. A. Brown 

Platteville State Normal School Asa M. Royce 

River Falls State Normal School Jesse H. Ames 

Stevens Point State Normal School John F. Sims 

Superior State Normal School V. E. McCaskill 

Whitewater State Normal School Albert H. Yoder 



Appendix C 



List of State Teachers' Colleges 

REVISED AS REPORTED TO THE SECRETARY OF THE AMERICAN 
ASSOCIATION OF TEACHERS COLLEGES, JULY 1, 1918 

Location Institution Def/rees Offered 

Colorado Greeley Colorado State Teachers College. B. A., M.A. 

Georgia Milledgeville Georgia Normal and Industrial 

College B.S. 

Illinois Carbondale Southern Illinois State Normal 

School B.A., B.Ed., B.Ph. 

Normal Illinois State Normal University. B.Ed. 

Macomb Western Illinois State Normal 

School. B.S. 

Indiana Terre Haute Indiana State Normal School. . ..B.A., B.S., B.Ph. 

Iowa Cedar Falls Iowa State Teachers College. . . B.A. 

Kansas Emporia State Normal School B.S. 

Hays Fort Hays State Normal School . B.S. 

Pittsburg State Manual Training Normal 

School B.S. 

Michigan Ypsilantl Michigan State Normal College. .B.A. , B.S. 

Missouri Cape Girardeau. . .State Normal School B.A., B.S., B S in 

H.Ec. 

Kirksville State Normal School B.S. 

Maryville State Normal School B.S. 

Springfield State Normal School B.S. 

Warrensburg State Normal School B.S. 

Nebraska Chadron State Normal School B.A. 

Kearney State Normal School B.A. 

Peru State Normal School B.A. 

Wayne State Normal School B.A. 

New Mexico. . .Las Vegas New Mexico Normal University . B.Pd., M.Pd., B.A. 

Silver City New Mexico Normal School. . . ..B.A., B.Pd., M.Pd. 

New York Albany New York State College for 

Teachers B.A., B.S., M.A. 

Ohio Bowling Green. . . State Normal College B.S. 

Kent State Normal College B.S. 

Oxford Teachers College of Miami Uni- 
versity B.S. 

Athens State Normal College of Ohio 

University B.S. 

South 

Carolina . . . .Rock Hill Winthrop Normal and Industrial 

College B.A.. B.S., M.A. 

Utah Salt Lake City. . . State Normal Schoel of the Uni- 
versity of Utah B.S. B.A., M.S., 

M.A. 



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